San Jose State University
College of Humanities & Arts
Department of English & Comparative Literature
ENGL 112B.01: Literature for Young Adults, Spring 2017
Instructor:
Office Location:
Email:
Office Hours:
Class day/time:
Classroom:
Dr. Shannon Hervey
TBA
[email protected]
By appointment
Friday, 9:30 – 12:15
Boccardo Business Center 120
Course Website
Copies of the course materials such as the syllabus, major assignment handouts, etc. may be
found on our course’s Canvas website.
Course Description
English 112B is an introduction to the multiple genres of contemporary young adult
literature. It is an upper division English literature course designed to introduce adult
readers to young adult literature, a genre most commonly written for adolescents between
the ages of 13-18. You will read a range of YA texts written by award-winning authors,
which we will discuss from the perspectives of genre, theme, representations of adolescence
and adulthood, and approaches to interpretation. Those pursuing degrees in English
Education will be given the opportunity to consider pedagogical approaches while others
will consider the texts from a literary or sociocultural perspective.
“Young Adult Literature” is a problematic category of which many scholars and book
marketers have attempted to pin down. In this course, we will try to create our own working
definition of what makes a text “young adult.” Why, for instance, are The Catcher in the Rye
and Perks of Being a Wallflower shelved in the “Fiction” section of the bookstore while The
Color Purple and The Book Thief are shelved in the “Young Adult” section? Reading a wide
range of narratives that deal with themes both found in the classic bildungsroman and not,
we will explore depictions of class, race, ethnicity, gender, and sexuality. We will also
examine how notions of the domestic sphere and the social sphere are articulated in
relationship to gender and identity politics.
Required Texts
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Monster by Walter Dean Meyers
Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Saenz
Walk Two Moons by Sharon Creech
Grasshopper Jungle by Andrew Smith
Feed by M.T. Anderson
I’ll Give You the Sun by Jandy Nelson
Maggot Moon by Sally Gardner
Ash by Malinda Lo
Course Learning Outcomes
Student Learning Goals & Objections:
Department of English & Comparative Literature
Students will demonstrate the ability to
1) read closely in a variety of forms, styles, structures, and modes, and articulate the value of
close reading in the study of literature, creative writing, or rhetoric.
2) show familiarity with major literary works, genres, periods, and critical approaches to
British, American, and World Literature.
3) write clearly, effectively, and creatively, and adjust writing style appropriately to the
content, the context, and nature of the subject.
4) develop and carry out research projects, and locate, evaluate, organize, and incorporate
information effectively.
5) articulate the relations among culture, history, and texts.
The specific ways the above CLOs are assessed in ENGL 112B are through
1) the Literary Analysis paper requirement that requires students to demonstrate their ability
to read closely in a variety of forms, styles, structures, and modes, and articulate the value of
close reading in the study of literature, creative writing, or rhetoric (CLO 1); and write
clearly, effectively, and creatively, and adjust writing style appropriately to the content, the
context, and nature of the subject (CLO 3). Student grades from the second of the Literary
Analysis papers will be used for assessment of CLOs 1 and 3.
2) the Book Talk project demonstrates students’ abilities to read closely in a variety of forms,
styles, structures, and modes, and articulate the value of close reading in the study of
literature, creative writing, or rhetoric (CLO 1).
3) the Research Paper/Unit of Study assignment requires students to develop and carry out
research projects, and to locate, evaluate, organize, and incorporate information effectively
(CLO 4).
4) the YA texts chosen for this course all reflect complex relationships between culture and
history, and so the writing assignments (the Literary Analysis, Book Talk presentations,
exams, and Research Paper/Unit of Study) all will be used for the assessment of CLO 5.
Course Requirements and Assignments
SJSU classes are designed such that in order to be successful, it is expected that students will spend a minimum
of forty-five hours for each unit of credit (normally three hours per unit per week), including preparing for
class, participating in course activities, completing assignments, and so on. More details about student
workload can be found at http://www.sjsu.edu/senate/docs/S12-3.pdf.
• Thorough and conscientious reading of the text/text materials and all assigned novels, as
well as readings for your unit of study or annotated bibliography project. • A 4-5 page literary analysis paper for two of the required novels. (CLOs 1 & 3) • An in-class midterm in the short-essay answer form. You will be asked various questions
about the scholarly work we have read so far and then asked to apply some of these
critical analyses to the YA literature we have read up to this point in the term. (CLO 3) • Book Talk Presentations (CLO 1)— You will read a novel of your choice from a list of
eligible YA novels—everyone in the class will read a different novel, giving us an
introduction to about 35 books. There will be a sign-up for the presentation dates early in
the term. Book Talk presentations may include a combination of the following elements:
1. a5-minute oral presentation
2. Handouts for the class which include at least 3 key quotes from the book and an
explanation of their significance, important information about the author,
connections to critical analyses we’ve read so far, a literary response, and/or
teaching tips/resources for the book. You should also include some kind of
hypothesis as to why this book was included in the “YA” category and what you
think of this classification.
3. a rationale for why others should or should not read this novel
4. an analysis of the text complexity • Research Paper/Unit of Study Rationale (6 – 8 pages): You will write a research paper
OR complete a Unit of Study Rationale that showcases your familiarity with the subject
matter, your ability to articulate the complex scholarly arguments discussed throughout
the term, and your competency in sustaining a coherent argument supported by research.
(CLO 1, 3, 4, and 5) • Final Exam – The final exam will be a comprehensive, short-essay answer exam where
you will showcase your knowledge of the field of YA literature. Grading Information and Breakdown:
The Department of English reaffirms its commitment to the differential grading scale as defined in the official
SJSU Catalog (“The Grading System”). Grades issued must represent a full range of student performance:
A=excellent; B=above average; C=average; D=below average; F=failure. Your best efforts are expected and
appreciated, but effort alone may not assure the highest grade if the writing or presentation does not meet the
criteria for the assignment.
Grade Breakdown:
Assignment
% of Grade
Literary Analysis 1
10%
Literary Analysis 2
15%
Midterm
15%
Book Talk Presentations
10%
Research Paper/Unit of Study Rationale
20%
Final Exam
15%
Reading quizzes
15%
Total
100%
Classroom Protocols
Attendance/Participation: According to University policy F69-24, “Students should attend
all meetings of their classes, not only because they are responsible for material discussed
therein, but because active participation is frequently essential to insure maximum benefit
for all members of the class.” When a class meets only once a week, we cover an incredible
amount of material, which simply can’t be made up. Come on time and stay for the full
class session. I also believe in student-directed learning that suggests you want to be present
at every class to get all you can from the course. Any absence will affect your overall grade
in the course since quizzes, writing activities, discussion, and other participative
activities cannot be made up.
** Out of consideration for your classmates and so you can give your undivided attention to
class activities, no cell phones, iPhones, texting etc. are allowed; if you are using an ereader, these should be used only for reading materials for class.
** I do NOT accept late papers. IF for some reason you need an exception, you must
contact me IN ADVANCE of the due date, but the paper will still be accessed as late and
the grade lowered.
University Policies
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop,
grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the
current academic year calendars document on the Academic Calendars webpage at
http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is
available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be
aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at
http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to
obtain instructor’s permission to record the course.
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose State
University. The University Academic Integrity Policy located at
http://www.sjsu.edu/senate/docs/S07-2.pdf requires you to be honest in all your academic
course work. Faculty members are required to report all infractions to the office of student
conduct and Ethical Development. The Student Conduct and Ethical Development website
is available at http://www.sjsu.edu/studentconduct.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to
make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf
requires that students with disabilities requesting accommodations must register with the
Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of
their disability.
Student Technology Resources
Computer labs for student use are available in the Academic Success Center at
http://www.sjsu.edu/at/asc/ located on the 1st floor of Clark Hall and in the Associated
Students Lab on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther
King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include DV and HD digital camcorders; digital
still cameras; video, slide and overhead projectors; DVD, CD, and audiotape players; sound
systems, wireless microphones, projection screens and monitors.
SJSU Writing Center
The SJSU Writing Center is located in Clark Hall, Suite 126. All Writing Specialists have
gone through a rigorous hiring process, and they are well trained to assist all students at all
levels within all disciplines to become better writers. In addition to one- on-one tutoring
services, the Writing Center also offers workshops every semester on a variety of writing
topics. To make an appointment or to refer to the numerous online resources offered
through the Writing Center, visit the Writing Center website at
http://www.sjsu.edu/writingcenter. For additional resources and updated information,
follow the Writing Center on Twitter and become a fan of the SJSU Writing Center on
Facebook.
SJSU Counseling Services
The SJSU Counseling Services is located on the corner of 7th Street and San Fernando
Street, in Room 201, Administration Building. Professional psychologists, social workers,
and counselors are available to provide consultations on issues of student mental health,
campus climate or psychological and academic issues on an individual, couple, or group
basis. To schedule an appointment or learn more information, visit the Counseling Services
website http://www.sjsu.edu/counseling.
Course Schedule
Subject to change at instructor’s discretion
1
2
3
Jan. 27th
Syllabus
Feb. 3rd
In-Class: “Illuminating Discourses of Youth through the Study of FirstPeron Narration in Young Adult Literature” by Thein, Amanda
Haertling
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
Feb. 10th
“Initiation and Cultural Identity in Sherman Alexie’s Young Adult
Fiction” by Fitz, Karsten
Monster by Walter Dean Meyrs
4
Feb. 17th
5
th
6
“‘What did she see?’: The White Gaze and Postmodern Triple
Consciousness in Walter Dean Myers’ Monster” by Engles, Tim
Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire
Saenz
Feb. 24
“Queering Sex Education” by Robert Bittner
Walk Two Moons by Sharon Creech
March 3rd
“Nightmares, Idylls, Mystery, and Hope: Walk Two Moons and the
Artifice of Realism in Children’s Fiction” by Roberts, Lewis
Literary Analysis #1 Due
7
March 10
Grasshopper Jungle by Andrew Smith – about halfway
Grasshopper Jungle by Andrew Smith – Finish
8
March 17th
Feed by M.T. Anderson
March 24th
March 31st
April 7th
April 14th
April 21st
“‘Everything must go!’ Consumerism and Reader Positioning in M.T.
Anderson’s Feed” by Bradford, Clare
Midterm
Spring Break
I’ll Give You the Sun – Jandy Nelson (Long – pace yourself!)
Maggot Moon
Literary Analysis #2 Due
9
10
11
12
13
14
15
16
th
th
April 28
May 5th
May 12th
Ash by Malinda Lo – to pg. 136
Ash by Malinda Lo – Finish
Last Day of Class – Final
Final Research Paper/Unit of Study due to Canvas by Fri., May 19th.